MINDFULNESS AND TEACHER RESILIENCE AMONG SECONDARY SCHOOL TEACHERS IN INDONESIA: A CROSS-SECTIONAL STUDY
Abstract
Background: Teachers face various occupational pressures, including academic demands, administrative workloads, and interactions with students and parents. These challenges require the ability to remain focused and adapt to stress through mindfulness and resilience. Purpose: This study examined the relationship between mindfulness and resilience among secondary school teachers in Indonesia. Methods: A quantitative correlational design was employed. The sample consisted of 300 secondary school teachers in Banda Aceh selected through proportionate stratified random sampling. Data were collected using the Mindful Attention Awareness Scale (MAAS) and the Multidimensional Teacher Resilience Scale–Indonesia (MTRS-I) and analyzed using Pearson’s correlation. Results: Mindfulness was positively associated with resilience (r = 0.238; p < 0.05). Significant correlations were also found between mindfulness and motivational (r = 0.213; p < 0.001), social (r = 0.126; p = 0.029), professional (r = 0.159; p = 0.006), and emotional (r = 0.243; p < 0.001) dimensions of resilience. Conclusion: Higher mindfulness is associated with higher resilience among teachers. Mindfulness training may be considered to strengthen teachers’ psychological resilience.
Abstrak
Latar Belakang: Guru menghadapi berbagai tekanan kerja, seperti tuntutan akademik, beban administrasi, dan interaksi dengan siswa serta orang tua. Kondisi tersebut menuntut kemampuan untuk tetap fokus dan beradaptasi terhadap stress melalui mindfulness dan resiliensi. Tujuan: penelitian ini bertujuan mengetahui hubungan antara mindfulness dan resiliensi pada guru sekolah menengah di Indonesia. Metode: penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel terdiri atas 300 guru sekolah menengah di Banda Aceh yang dipilih menggunakan proportionate stratified random sampling. Instrumen yang digunakan adalah Mindful Attention Awareness Scale (MAAS) dan Multidimensional Teacher Resilience Scale-Indonesia (MTRS-I). Data dianalisis menggunakan korelasi Pearson. Hasil: Terdapat hubungan positif yang signifikan antara mindfulness dan resiliensi (r = 0,238; p < 0,05). Mindfulness juga berkorelasi signifikan dengan dimensi resiliensi motivasional (r = 0,213; p < 0,001), sosial (r = 0,126; p = 0,029), profesional (r = 0,159; p = 0,006), dan emosional (r = 0,243; p < 0,001). Kesimpulan: Semakin tinggi mindfulness guru, semakin tinggi resiliensi nya. Pelatihan mindfulness dapat dipertimbangkan sebagai upaya meningkatkan ketahanan psikologis guru.
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